Collaborative Partnerships in Teacher Preparation

2022 ◽  
pp. 104-118
Author(s):  
Marie A. LeJeune ◽  
Jessica Dougherty ◽  
Mandy S. Olsen
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Clinical Approach ◽  
Collaborative Partnerships ◽  
Collaborative Approach ◽  
Public School Teachers ◽  
Preparation Programs ◽  
Collaborative Process ◽  
The Impact

This chapter presents a description of a collaborative approach to clinical induction for pre-service teachers, the benefits of a collaborative clinical approach, and the voiced experiences of public school teachers, teacher candidates, and university faculty/supervisors reflecting on the impact of professional involvement in the collaborative process. Arguments for disrupting traditional models for clinical practice are presented. Tips for other educators and education preparation programs for developing collaboration and co-teaching induction models are included.

From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships

2019 ◽  
Vol 71 (1) ◽  
pp. 122-134
Author(s):  
Greer Burroughs ◽  
Amy Lewis ◽  
Dan Battey ◽  
Mary Curran ◽  
Nora E. Hyland ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Learning Opportunities ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
School Partnerships ◽  
University Partnerships ◽  
Essential Component ◽  
University School Partnerships

An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, we identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.

scholarly journals Developing High Quality Teachers Through Professional Pre-Service Teaching Opportunities

2018 ◽  
Vol 11 (4) ◽  
pp. 153-164 ◽  
Author(s):  
Nichole Walsh ◽  
Nancy Akhavan
Keyword(s):  
Teacher Preparation ◽  
Teacher Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Online Survey ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Traditional Preparation ◽  
Survey Interviews ◽  
The Impact

Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candidates come to the profession. Using a six-group, four measure mixed-methods design, the objective of the study is to determine the impact California Teaching Fellows Foundation (CTFF), a pre-service teaching and learning opportunity for future teacher candidates, has on developing higher caliber teachers prepared in a traditional University-based teacher preparation setting. Through the use of an online survey, interviews, and focus groups, the relationship of CTFF participation to teacher efficacy before, during, and after traditional preparation participation is examined and explored from the perspective of teacher and supervisor. Unexpected findings show that CTFF participation has a relationship to decreased Teacher Efficacy for teacher candidates and CTFF is not creating a significant pipeline to teaching as proposed, leading to questions for further study.  

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

2009 ◽  
Vol 111 (2) ◽  
pp. 480-510
Author(s):  
Anita M. Varrati ◽  
Mary E. Lavine ◽  
Steven L. Turner
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Preservice Teacher ◽  
Conceptual Model ◽  
Student Teaching ◽  
Teacher Candidates ◽  
School Principal ◽  
Preparation Programs ◽  
University Supervisor

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

Virtual Mentors

2013 ◽  
pp. 258-276 ◽  
Author(s):  
Marialice B. F. X. Curran ◽  
Regina G. Chatel
Keyword(s):  
Social Media ◽  
Teacher Preparation ◽  
21St Century ◽  
Teaching And Learning ◽  
Role Model ◽  
Teacher Preparation Programs ◽  
Collaborative Partnerships ◽  
Preparation Programs ◽  
Virtual Mentoring ◽  
Traditional Mentoring

Social media has the potential to revolutionize teaching, learning, and collaborative partnerships in teacher preparation programs. Traditional mentoring has been conducted in person, via mail, telephone, e-mail, conferences, and typical daily interactions. However, the emergence of social media has led to an exciting development called the iMentor Model, virtual mentoring via social media. Through the iMentor Model, teacher candidates observed 21st century teaching methods that they were not always able to observe locally. The traditional mentor is an advisor, a coach, a facilitator, or a role model. An iMentor demonstrates these qualities as well as embracing multiple social networking platforms in teaching and learning. iMentors model three components of the Saint Joseph College School of Education Conceptual Framework (2010): Rigorous of Mind, Compassionate of Heart, and an Agent of Change in their teaching. This chapter discusses how the use of iMentors brings teacher preparation into the 21st century.

Fostering the Disposition to Serve

2018 ◽  
pp. 445-460
Author(s):  
Reid Richard Riggle
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Teacher Candidates ◽  
Critical Role ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Field Placements ◽  
Educational Need ◽  
High Need Schools ◽  
The Village

Many teacher candidates enter teacher preparation programs with the desire to serve or to change the lives of others. Teacher education programs are uniquely positions leverage this desire to serve through intentional service-learning field placements. Service-learning, particularly early in the preparation program, can play a critical role in building the disposition to serve. This chapter explores one way teacher preparation programs can cultivate the orientation to serve high-need schools. Candidates enrolled in the Village Project serve in high-need schools, address a real community and educational need, and are provided reflection opportunities to connect the experience to their developing knowledge of learning and motivation. Ultimately, the goal the Village Project as an early service-learning field experience is to help teacher candidates develop a professional identity that increases the personal desire to work in educational communities that have a need.

From Collaborative Inquiry to Critical, Project-Based Clinical Experiences

2018 ◽  
pp. 89-116
Author(s):  
Kristien Zenkov ◽  
Seth A. Parsons ◽  
Audra K. Parker ◽  
Elizabeth Levine Brown ◽  
Lois A. Groth ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Clinical Approach ◽  
Clinical Experiences ◽  
University Partnerships ◽  
Education Practice

Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develop mutually beneficial learning opportunities for PreK-12 students and teacher candidates.

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